Browsing by Subject "Unterricht"

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Professionelle unterrichtsbezogene Kommunikation zwischen berufsschulischen Lehrkräften
(2022) Schadt, Christian; Warwas, Julia
Despite their relevance for the facilitation of professionalization processes in teacher education as well as for the successful implementation of curricular reforms into the classroom, relevant micro processes of teacher collaboration seem to be little (systematically) investigated so far. This applies especially for the vocational school sector, where teacher collaboration is seen as necessary to cope with the tasks of teaching development that takes collective responsibility. One of the most relevant process variables of successful vs. less successful collaboration among teachers is communication about teaching. However, it has not yet been clarified which characteristics constitute an effective (=professional) communication about teaching for a successful mastering of cooperation processes. The present study addressed this desideratum and examined professional communication about teaching (pct) among (prospective) teachers at vocational schools in two consecutive research studies. A first step in this process was a systematic literature review carried out according to the PRISMA Statement focusing on international research literature to uncover generic characteristics of pct. The systematic literature review was guided by the following questions: a) Which definitions and theoretical underpinnings concerning pct can be identified in studies? b) Which observational measures characterize a pct? c) Is pct among teachers related to job-related growth (and to which facets of job-related growth in detail) A category-based content analysis of k=88 studies identified as relevant throughout the review process showed that pct is very heterogeneously defined and theoretically embedded. In addition, the observable measures of pct could be classified according to two different dimensions. Pct is characterized by the occurrence of characteristics on a level concerning the regulation of the process of communicating (quantitative aspects of communicating, structuring of communicating and atmosphere of communicating) as well as on a level concerning the content of communicating (focus on content and quality of communicating). Pct that follows the characteristics of both of these levels can bring about a large variety of gains in professionalization in the subject-specific, didactical, and pedagogical knowledge and skills of teachers and, above all, promote the successful mastering of collaboration processes. The findings on the observable measures of pct were then applied to develop a category system for the analysis of teaching-related communication between teachers. Subsequently, the second study was designed to determine the extent to which teaching-related communication between (prospective) teachers of vocational schools, that follows the previously identified measures, can actually promote the process of collaborative task accomplishment. For this purpose, a total of N=14 dyads (N=7 dyads of prospective teachers and N=7 dyads of experienced teachers each) were assigned to a simulated teaching situation in which they had to make a joint decision within the framework of lesson planning through communicative exchange. Specifically, a suitable learning task had to be selected from a set of learning tasks presented by means of a vignette for a teachingrelated lesson planning scenario through discussion. The communicative exchanges between the dyads of (prospective) vocational teachers have been recorded, transcribed and evaluated by means of a content analysis using the category system. For this purpose, the category system was first pre-tested, a coding manual was developed, and the simulated teaching situation was evaluated by means of a questionnaire. The research questions of this second sub-study were as follows: d) To what extent do the exchanges between the dyads reflect the characteristics of pct identified by the review? e) To what extent do the participants assess the research design as representative of and realistic for their profession? f) How can we recognize qualitative pct and how can we distinguish between qualitatively different exchanges based on the specific categories? g) In light of the categories of pct derived, to what extent do qualitatively distinguishable exchanges have an effect on the collaboration process/process of collaborative decision-making by dyads? It turned out that the initial category system for pct had to be revised in (a few) parts only and that a suitable coding manual could be developed for analyzing the exchanges of the dyads about learning tasks. The simulated teaching situation was assessed by the participants as being broadly authentic for the area of vocational teaching. In addition, it could be shown that the tools for analyzing pct are suitable for distinguishing exchanges of different qualities among tandems. Finally, it could be demonstrated that a qualitatively distinguishable exchange according to the criteria of analyzing pct can also influence the process of joint task accomplishment of the teacher dyads with varying degrees of success. The findings on this research topic, which has been hitherto largely marginalized within the discipline of vocational teaching, were used to eventually draw up implications for further research and the training of vocational school teachers.